Composition teaching and writing in Junior High Schools-A study in Afram Plains South District

Abstract

Composition writing in any language requires well-balanced and adequately harnessed cognitive skills in order to be efficient and precise in the conveyance of a thought or message across to its respective audience appropriately. This study employed a qualitative approach with a case study design to examine the facilitation and learning of composition writing in junior high schools in the Afram Plains South District. Sixty participants, including 50 learners and 10 facilitators, took part in the study. Data was collected through in-depth interviews, observation, and document analysis which was analyzed using thematic analysis. The findings revealed that junior high school English teachers in the district mainly teach narrative and descriptive writing, with limited exposure to other writing styles. Facilitators face challenges, including inadequate training and resources, and limited opportunities for learner engagement and participation. Learners struggle with writing skills and cognitive processes, including critical thinking, analytical thinking, and creativity. The study recommends improved teaching methods, increased learner engagement, and enhanced cognitive processes to improve the teaching and learning of composition writing. By providing targeted support and instruction, educators can help learners develop their writing skills and cognitive processes, enabling them to become more effective writers prepared for success in academics and beyond